Remembering:
What did I want, do, feel, and think?
What did the student(s) want, do, feel, and think?
The students had to log onto ExploreLearning.com and complete a set of questions based on an interactive model of the water cycle. Many of them were completely ambivalent to the activity and were more interested in finding the answers from their classmates quickly. Some of them did enjoy being able to click on the steps of the cycle and said that it helped them understand word definitions such as "transpiration." I felt that
Understanding:
What was important about it?
For me? For the student(s)? For both of us?
The most important part about this lesson to was for the students to become more familiar with terms that they need to know and to see how they are related rather than solid definitions. This was a good exercise for me as I had to manage going from group to group to keep kids on task, find out who was having trouble with the program, and watch how my experienced teacher kept them in their seats and on task.
Applying:
Where can I use this again?
I can definitely use this program and model of lesson plan* for many future lessons as the program has many simulations and activities. (*Powerpoint/discussion first, interactive web program to reinforce/follow)
Analyzing:
Do I see any patterns in what I did?
I did find myself spending too much time standing by the loud kids to keep them on task and should have walked over to the quiet tables more often. One group didn't know how to log on and sat quietly for minutes without saying anything.
Evaluating:
What was effective and what was not effective?
While I felt that the simulation itself was effective in reviewing terms and showing how things connect, I felt that the questions that came with the simulation were very scavenger hunt-like rather than thinking questions to aid an activity.
Creating:
What could I do next?
If I were to do this activity myself, I would probably make some of my own questions and also make a shorter packet.
What did I want, do, feel, and think?
What did the student(s) want, do, feel, and think?
I felt that
What was important about it?
For me? For the student(s)? For both of us?
This was a good exercise for me as I had to manage going from group to group to keep kids on task, find out who was having trouble with the program, and watch how my experienced teacher kept them in their seats and on task.
Where can I use this again?
Do I see any patterns in what I did?
What was effective and what was not effective?
What could I do next?